%0 Journal Article
%T Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B¡¯s Sheltered English Biology Classroom
%A Alan Oliveira
%A Carla Meskill
%A Jennifer Nilsen
%J AERA Open
%@ 2332-8584
%D 2019
%R 10.1177/2332858419850488
%X The challenges inherent in mastering academic content in a new language are many. When it comes to learning science in U.S. high schools, English learners (ELs) confront these on a daily basis. In an effort to document expert language/content instructional strategies, we analyze Mrs. B¡¯s sheltered high school biology class, made up of ELs from around the world and representing varying stages of emerging bilingualism. The aim of this 2-year case study was to detail effective teaching patterns in a high-functioning multicultural science class¡ªa class where the myriad linguistic, cultural, and affective needs of students are expertly met¡ªand to subsequently suggest a model for understanding and undertaking powerful language and content learning supported by multimodal referents. From a rich data set comprising class recordings, interviews, reflections from Mrs. B, course documents, student work, and survey responses emerged a model of the language/content multimodal interface for teaching ELs
%K English learners
%K multimodal instruction
%K instructional conversations
%K instructional discourse
%U https://journals.sagepub.com/doi/full/10.1177/2332858419850488